Biology: Grade 9
Biology Syllabus, Grade 9
1
Biology: Grade 9
General Objectives of Grade 9 Biology
1. To develop understanding and acquire knowledge of:
• the contributions of some renowned Ethiopian biologists and the activities of some institutions involved in biological research in Ethiopia
• the functions of the different types of microscopes, magnification and resolution, the different resolutions and dimensions of light and electron microscope
and techniques of using a microscope and the purpose of staining cells
• types, shapes, and sizes of cells, the cell theory and the structures and functions of cells and the differences between animal cells and plant cells
• the permeability of the cell membrane, the processes of diffusion and osmosis and how plant cells become flaccid and plasmolysis and turgor pressure
• the six classes of food, their sources, functions and deficiency diseases of each class, nutrition and the importance of balanced diet
• the functions of the structures of the digestive system, enzymes and their role in the process of digestion and the processes of digestion and absorption
• oral hygiene and the cares that should be taken when buying and using canned, packed and bottled foods and the importance of keeping food hygiene for health
• the functions of human breathing structures, the composition of inhaled and exhaled air, the mechanism of breathing and gas exchange and the factors that
affect breathing
• methods of keeping hygiene of breathing and the effects of smoking on health and family economy
• the composition and the functions of blood and its components and the three types of blood vessels and their functions
• the structures of the heart, their functions and the process of circulation
• the four blood groups, their compatibility and the causes and prevention of anaemia and hypertension
• micro-organisms, their uses and harms, the methods of controlling, growing and staining micro-organisms, and the importance of vaccines and how they
are produced
• the causes, symptoms, transmission and prevention of some common diseases including STDs in Ethiopia
• the proper handling of medicines, the risks of self prescribed medicines, the role of traditional medicines in the treatment and cure of diseases
• the local, national and global distribution of HIV and AIDS, its impacts in the society and
• the structures and functions of the lymphatic system and how HIV affects immunity and why VCT services are important
• the need for classification, species, the system of binomial nomenclature, and how organisms are given scientific names, write scientific names properly
and give examples of scientific names
• the characteristic features of kingdoms monera, protista, fungi, plants and animals
• the habitat, nutrition, reproduction and importance of most representative organisms of kingdoms monera, protista, fungi, plants and animals
• biotic and abiotic components of the ecosystem, food chain, food web, pyramid of biomass and pyramid of energy, the carbon and nitrogen cycles, and
plant and animal adaptations
2. To develop skills and abilities of:
• using a microscope and demonstrating simple staining methods of micro-organisms
• conducting simple tests for starch, protein and fats
• compose simple examples of balanced breakfast, lunch and dinner
• conducting a simple experiment to prove that digestion begins in the mouth
• examining lung and heart structures using fresh or preserved specimens
• demonstrating the presence of CO2, water vapour and heat in exhaled air
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Biology: Grade 9
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demonstrating the steps followed by artificial respiration
counting their own heartbeats using their fingers
using information on medicine packs properly
demonstrating assertiveness, decision making and problem solving skills as life skills that help to prevent AIDS
writing scientific names properly
classifying some common plants and animals including humans based on the classification groups
planting and growing trees
scientific enquiry: observing, classifying, comparing, making models, communicating, measuring, asking questions, drawing conclusions, applying
concepts, interpreting photos and illustrations and relating cause and effect
3. To develop the habit and attitude of:
• willingness to give care and support to PLWHA
• willingness to participate in VCT services
• participating in community tree planting and growing activities
• intellectual curiosity, co-operation, reasoning, openness, honesty, love, tolerance, respect and freedom
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Biology: Grade 9
Unit 1: Biology and Technology (3 periods)
Unit Outcomes: Students will be able to:
• name and explain the contributions of some renowned Ethiopian biologists
• mention and explain the activities of some institutions involved in biological research in Ethiopia.
Competencies
Contents
Students will be able to:
1. Biology and Technology
• name one renowned
Ethiopian biologist
• explain the contributions
of the renowned Ethiopian
biologist
1.1 Renowned Ethiopian
biologists (1 period)
• Biography and
contribution of Dr. Aklilu
Lemma
• mention some institutions
involved in biological
research in Ethiopia
• explain the activities of
some institutions involved
in biological research in
Ethiopia
1.2 Some Ethiopian
institutions that are
involved in biological
research (2 period)
• Institutions involved in
biological research in
Ethiopia (major activities
and contributions of
AHRI, ALIPB, IBDC,
ENHRI, IAR, AAU
Biology Dept. and other
universities
Suggested activities
• Use materials (books, magazines, newspapers, journals, leaflets) on Ethiopian biologists
regarding biography and their contribution to biology; groups of learners will elaborate on
each biologist and present it to the class
• It must be stressed that there are a lot of Ethiopian biologists in universities and research
institutions that are engaged in research activities and that are very well known
internationally.
• Let the students analyze and report the contribution of Ethiopia biologists in relation to
science and technology.
• Use materials on research institutions. The particular institutions might have information
material available. Develop at the blackboard a table:
Institution
AHRI
ALIPB
IBDC
ENHR
IAR
AAU Biology Dept.
Other Universities
Focus of research
Assessment
The teacher should assess each student’s work continuously over the whole
unit and compare it with the following description, based on the
Competencies, to determine whether the student has achieved the minimum
required level.
A student working at the minimum requirement level will be able to: name
and explain the contributions of some renowned Ethiopian biologists and
mention and explain the activities of some institutions involved in
biological research in Ethiopia
Students working above the minimum requirement level should be praised
and their achievements recognized. They should be encouraged to continue
working hard and not become complacent.
Students working below the minimum requirement level will require extra
help if they are to catch up with the rest of the class. They should be given
extra attention in class and additional lesson time during breaks or at the
end of the day.
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Biology: Grade 9
Unit 2: Cell Biology (17 periods)
Unit Outcomes: Students will be able to:
• name types and state the functions of the different types of microscopes
• distinguish between magnification and resolution and compare the different resolutions and dimensions of light and electron microscope
• explain techniques of using and use a microscope and explain the purpose of staining cells
• show types, shapes, and sizes of cells using diagrams and state the cell theory
• list the structures and describe the functions of the structures of cells and compare animal cells with plant cells
• describe the permeability of the cell membrane and the processes of diffusion and osmosis
• show how plant cells become flaccid and explain plasmolysis and turgor pressure.
Competencies
Contents
Students will be able to:
• Name types of
microscopes
• state the functions of the
different types of
microscopes
• distinguish between
magnification and
resolution of a microscope
• compare the different
resolutions and
dimensions of light and
electron microscope
2. Cell Biology
2.1 The microscope
(4 Periods)
• Light and electron
microscopes
• Resolution and
magnification
• Using the microscope
(Mounting, staining
and observing)
• Prepare a table and show the principles of light and electron microscopes
• Develop table on the blackboard listing the structures that can be detected with both light
and electron microscopes
Light microscope
Electron microscope
• Nucleus
• Chloroplasts
• …
• Mitochondria
• Nucleolus
• ….
• Using a microscope: this depends on the availability different options are listed
• Use a microscope, or
• Demonstration of a microscope by the teacher, or
• explain basic techniques
of using a microscope
• use the microscope to
study cells
• explain the purpose of
staining cells
• show types, shapes, and
sizes of cells using
diagrams
Suggested activities
• Invite a laboratory technician to the classroom to demonstrate a microscope
• Do a field visit to a nearby hospital or health centre and get an introduction to how and why a
microscope is used there
2.2 The Cell (6 periods)
• Type, shape and size
• The cell theory
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Use charts, diagrams and micrographs that show different types of cells (nerve cells, hair
cells, muscle cells etc.)
Develop table on blackboard reflecting the parts of the cell and their function as follows:
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Biology: Grade 9
Competencies
• state the cell theory
• list the structures of cells
• describe the functions of
the structures of cells
• compare animal cells
with plant cells
Contents
• Structures and functions
• Comparing plant and
animal cells
Suggested activities
Part of the cell
Chloroplasts
Nucleus
…
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• describe the permeability
of the cell membrane
• describe the processes of
diffusion and osmosis
• show that plant cells
become flaccid when they
lose water and turgid
when they absorb water
• explain plasmolysis and
turgor pressure
2.3 The cell and its
environment (7 periods)
• Diffusion and osmosis
• Plasmolysis and turgor
pressure (isotonic,
hypertonic and hypotonic
conditions)
Function
Photosynthesis
Controls the activities of the cell
…
Develop a table on the differences between a plant and an animal cell
• Help students to understand the concept of concentration first. This is very important to
understand the process of osmosis where movement of molecules id dictated by
concentration of molecules. Experiments on osmosis
• Onion epidermis cells: Behaviour observed under the microscope by adding high
concentrations of KCl solution (Optional)
• Behaviour of egg yolk in salt water and distilled water
• Demonstrate the process of osmosis using thistle funnel osmometer potato cups and
drawings
• Demonstrate the process of diffusion using any coloured diffusible substance such as
potassium permanganate (KMnO4 ) or copper sulphate (CuSO4) in water
• Use diagrams to illustrate plasmolysis and turgor pressure
• Demonstrate the loss or gain of water using potato cylinders and different concentrations of
solutions in which they are immersed
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Biology: Grade 9
Assessment
The teacher should assess each student’s work continuously over the whole
unit and compare it with the following description, based on the
Competencies, to determine whether the student has achieved the minimum
required level.
A student working at the minimum requirement level will be able to: name
types and state the functions of the different types of microscopes;
distinguish between magnification and resolution and compare the different
resolutions and dimensions of light and electron microscope; explain
techniques of using and use a microscope and explain the purpose of
staining cells; show types, shapes, and sizes of cells using diagrams and
state the cell theory; list the structures and describe the functions of the
Structures of cells and compare animal cells with plant cells; describe the
permeability of the cell membrane and the processes of diffusion and
osmosis; and show how plant cells become flaccid and explain plasmolysis
and turgor pressure.
Students working above the minimum requirement level should be praised
and their achievements recognized. They should be encouraged to continue
working hard and not become complacent.
Students working below the minimum requirement level will require extra
help if they are to catch up with the rest of the class. They should be given
extra attention in class and additional lesson time during breaks or at the
end of the day.
.
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Biology: Grade 9
Unit 3: Human Biology and Health (37 periods)
Unit Outcomes: Students will be able to:
• define food, list the six classes of food, tell the sources, functions and deficiency diseases of each class and conduct simple tests for starch, protein, fats and
vitaminC
• define nutrition and balanced diet, explain the importance of balanced diet and compose simple examples of balanced breakfast, lunch and dinner
• describe the functions of the structures of the digestive system, label the structures on a given diagram, define enzymes and describe the role of enzymes in
the process of digestion
• describe the processes of digestion and absorption and conduct a simple experiment to prove that digestion begins in the mouth
• demonstrate oral hygiene and the cares that should be taken when buying and using canned, packed and bottled foods and explain the importance of keeping
food hygiene for health
• identify and describe the functions of human breathing structures and examine lung structures using lung specimen
• demonstrate the presence of CO2, water vapour and heat in exhaled air and compare the composition of inhaled and exhaled air
• explain the mechanism of breathing and gas exchange and the factors that affect breathing
• list methods of keeping hygiene of breathing and explain the effects of smoking on health and family economy
• describe and demonstrate the steps followed by artificial respiration
• list the composition and state the functions of blood and its components and list the three types of blood vessels and explain their functions
• indicate the structures of the heart on a model or diagram, explain their functions, examine a mammalian heart using fresh or preserved specimens, count
their own heartbeats using their fingers and diagram the process of circulation
• name the four blood groups, indicate their compatibility and explain the causes and prevention of anaemia and hypertension.
Competencies
Students will be able to:
• define food as the source
of nutrients and energy
for the body
• list the six classes of food
• tell the sources of the six
classes of food
• conduct simple tests for
starch, protein, fats and
vitamin C
Contents
3. Human Biology and
Health
3.1Food and nutrition
(7 periods)
• What is food?
• Classes of food
(carbohydrates, proteins,
fats and oils, vitamins,
minerals, and water)
• Food tests (starch, protein,
fats, and vitamin C)
Suggested activities
• Students could make a comparison between the human body and a machine and establish
that the role of food is in providing the body with nutrients, and also with energy like a
fuel is the source of energy for a machine.
• Students should be able to identify the six components in food and discuss important
sources of each food component. Let them discuss on the common mistake of considering
sunlight as Vitamin D and the role of sunlight in this regard.
• Students should test a number of different foods for the presence of starch using iodide
solution. A characteristic blue-black colour is obtained if starch is present.
• Students should test a number of different foods for the presence of protein using 5%
sodium hydroxide solution followed by 1% copper(II) sulphate solution. A characteristic
purple or violet colour is obtained if protein is present.
• Students should test a number of different foods for the presence of lipids. This can be
done in two ways. A simple test is to squeeze the food between filter paper and then leave
the filter paper to dry. Squeezing will remove water from the food, which will evaporate
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Biology: Grade 9
Competencies
Contents
Suggested activities
from the filter paper, and any lipids, which will result in a translucent stain which will
remain after any water has evaporated. An alternate test is to shake the food with a small
amount of propanol in a test tube. The propanol, into which lipids have dissolved, is then
poured into an equal volume of water and shaken. If lipids are present the mixture will be
milky due to the formation of an emulsion.
• Students could extend their work on food tests by testing for the presence of simple sugars
using Benedict’s reagent and vitamin C using DCPIP
• Students should understand that nutrition is the taking in (in animals) or manufacture (in
green plants) of food in order to be able to carry out life processes
• Students should understand that a balanced diet is one in which a person obtains all the
components of food in the correct proportions and quantities necessary for them to remain
healthy.
• Students should appreciate that an unbalanced diet in which insufficient of one or more
components of food leads to the deficiency diseases discussed in the previous section.
• Students should appreciate that an unbalanced diet in which too much of one or more
components of food may lead to conditions like obesity in which the body stores excessive
amounts of carbohydrates, lipids and proteins as fat under the skin and in other parts of the
body.
• define nutrition as
obtaining food in order to
carry out life processes
• define balanced diet as a
diet that is made up of the
four food groups
• explain the importance of
balanced diet
• Importance of balanced
diet
• compose simple examples
of balanced breakfast,
lunch and dinner
• Simple examples of
balanced breakfast, lunch
and dinner
• Students should discuss the components of a balanced diet and suggest a combination of
meals during a day that will overall provide a balanced diet. For example:
• Breakfast – bread and ground nut or chickpeas with tea or milk
• Lunch – Key wot (meat sauce) with orange or banana
• Dinner – Shiro wot (pea flour sauce) with fresh green pepper
• Students should write a week’s menu of a balanced diet.
• Students could be given examples of un-balanced diets and asked to:
• Explain why the diet is unbalanced
• Describe the problems this would cause for the person
• Suggest how the diet should be modified
• diagram of the human
digestive system
• name the various parts of
the digestive system
3.2 The digestive system
(7 periods)
• Organs of the digestive
system
• Use diagram models and text material on digestive system. Activity:
• Students develop a sequence of the alimentary canal (Mouth Stomach Small
intestine L. Intestine Anus)
• Students develop table showing parts of the digestive system and their function as follows:
• What is nutrition?
• What is balanced diet?
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Biology: Grade 9
Competencies
• describe the functions of
Contents
• The process of digestion
• the structures of the
digestive system
describe the processes of
digestion in the mouth,
stomach and small intestine
• describe the role of
enzymes in the process of
digestion
• conduct a simple
experiment to prove that
digestion begins in the
mouth
• describe the process of
absorption
• Absorption and
assimilation
Suggested activities
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• reason the importance of
keeping oral hygiene
• explain methods of
keeping oral hygiene
• demonstrate the cares that
should be taken when
buying and using canned,
packed and bottled foods
• Keeping the digestive
system healthy
- Oral hygiene (keeping
tooth clean)
• identify human breathing
structures
3.3 Respiratory system
(9 periods)
• Breathing system
- Care with canned, bottled
and packed foods
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Organ
Food digested
Enzymes
End product
Mouth
Stomach
Small intestine
Demonstrate peristalsis using plastic tube
Students should be aware that saliva contains an enzyme that converts starch into sugars.
In order to prove that digestion begins in the mouth students should carry out an
experiment in which they mix solutions of amylase (used in preference to saliva) and 2%
starch solution, both at 37 °C. Small samples of the mixture should be removed every 30
seconds, placed on white tile and tested with iodine solution. As the starch is digested the
intensity of the blue-black colour obtained with iodine will become less. Finally the
remaining solution can be tested with Benedict’s solution to show that a reducing sugar
has been produced. This test should also be carried out on the original 2% starch solution
as a control.
Let students appreciate the fact that ingested food may not be considered to be strictly in
the body. It is only after absorption that food is combined into the body
Students write a small essay on the importance and methods of keeping oral hygiene
Students should be able to name some foods which can be bought in cans, bottles or other
packets. They should appreciate that these are methods of preserving foods. Students
should discuss precautions that must be taken when using such foods. These could
include:
Checking that the ‘best before’ date stamped on the food has not been exceeded
Ensuring that the can, bottle or packet has not been damaged in any way which would
allow the food to be in contact with potentially harmful microbes in the air
Once the container has been opened, using all of the contents or storing any remaining
contents in a refrigerator or under conditions suitable to prevent the food from going off
Checking for any bulging in the shape of the can which indicates microbial growth in the
canned food.
Allow students to discuss on the need for berating.
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Biology: Grade 9
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Competencies
describe the functions of
breathing structures
examine lung structures
using lung specimen
demonstrate the presence
of CO2, water vapour and
heat in exhaled air
compare the composition
of inhaled and exhaled air
explain the mechanism of
breathing using a lung
model
explain the mechanism of
gas exchange
list the factors that affect
breathing
explain how breathing is
affected by the factors
explain the effects of
smoking on health and
family economy
list methods of keeping
hygiene of breathing
describe the steps
followed by artificial
respiration
demonstrate the steps
followed by artificial
respiration
explain cellular
respiration
describe the formation of
ATP
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Contents
− Breathing structures.
Dissection of lung (sheep
or cow)
Mechanism of breathing
and gas exchange
Comparison of inhaled
and exhaled air
Detection of CO2, water
vapour and heat in
exhaled air
Factors affecting
breathing
Breathing and health
Effects of smoking
Hygiene of breathing
Artificial respiration
3.4 Cellular respiration
(basic principles) 5 periods
• Fuels and energy
• ATP formation
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Suggested activities
Use diagram or model of lung to teach about the breathing structures
Demonstrate the parts of the lung by dissecting sheep/cow lung
Demonstrate the breathing mechanism using a lung model of balloons and straw
Experiment: Breathing through Ca(OH)2 solution to detect carbon dioxide
Experiment: Breath against cold glass (e.g. window) to detect water vapour
Students brainstorm in groups on the effects of smoking and develop a concept map.
Using the mind map students write a short essay on the effects of smoking
Demonstrate the tar of a cigarette smoke using a simple experiment (a smoking machine)
Provide text and pictures on giving breath to an accident victim as a first aid measure
(artificial respiration). Explain the need for artificial respiration, the different situations
which cause breathing to stop and the different methods of restoring breathing and
demonstrate artificial respiration. The first steps of artificial respiration could be
demonstrated on the students themselves. But the final step, i.e., the ‘mouth to mouth’
step should be shown using model. Let the students practice each step in small groups.
They must practice the final step using models only.
Let students compare the use of fuels in machines and engines with the use of food in the
human body as both are used for energy
Use text material and model to show that:
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Biology: Grade 9
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Competencies
describe the importance
of ATP to the body
compare aerobic
respiration with
anaerobic respiration
• explain how oxygen and
nutrients are transported
• indicate the structures of
the heart on a model or
diagram
• explain the functions of
the structures of the heart
• examine a mammalian
heart using fresh or
preserved specimens
• measure their own
heartbeats using their
fingers
• list the three types of
blood vessels
• explain the functions of
the blood vessels
• name the components of
blood
• tell the functions of the
components of blood
• list the blood groups
• indicate the compatibility
of the four blood groups
• explain the causes and
prevention of anaemia and
hypertension
Contents
• The release of energy
(aerobic and anaerobic)
Anaerobic respiration in
plants and animals
3.5 The circulatory system
(9 periods)
• The need for transport
system
• The heart and blood
vessels
• Pulse rate and blood
pressure
• Blood circulation
• Blood components
• Blood groups and
transfusion
• Anaemia and hypertension
Suggested activities
− We take up high energy food stuff and oxygen
− We release water and carbon dioxide
− The cellular respiration produces ATP, which is the “energy currency“ in organisms.
− Energy uptake and release is reflected by ADP + Pi --> ATP
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Use materials and text on the human circulatory system
Heart specimen from cow/sheep could be dissected or a heart model or chart could be
used to study the structures
Students measure the pulse and blood pressure before and after physical activity
Let students illustrate double circulation using a flow diagram
Leave animal blood for about 10 minutes so that the blood cells get separated from the
blood serum.
Provide pictures on the various components of blood. Activity: Students will write a
summary on the components of blood
Students could also prepare in groups a chart or table showing blood compatibility
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Biology: Grade 9
Assessment
The teacher should assess each student’s work continuously over the whole
unit and compare it with the following description, based on the
Competencies, to determine whether the student has achieved the minimum
required level.
A student working at the minimum requirement level will be able to: define
food, list the six classes of food, tell the sources, functions and deficiency
diseases of each class and conduct simple tests for starch, protein and fats;
define nutrition and balanced diet, explain the importance of balanced diet
and compose simple examples of balanced breakfast, lunch and dinner;
describe the functions of the structures of the digestive system, label the
structures on a given diagram, define enzymes and describe the role of
enzymes in the process of digestion; describe the processes of digestion and
absorption and conduct a simple experiment to prove that digestion begins
in the mouth; demonstrate oral hygiene and the cares that should be taken
when buying and using canned, packed and bottled foods and explain the
importance of keeping food hygiene for health; identify and describe the
functions of human breathing structures and examine lung structures using
lung specimen; demonstrate the presence of CO2, water vapour and heat in
exhaled air and compare the composition of inhaled and exhaled air; explain
the mechanism of breathing and gas exchange and the factors that affect
breathing; list methods of keeping hygiene of breathing and explain the
effects of smoking on health and family economy; describe and demonstrate
the steps followed by artificial respiration; list the composition and state the
functions of blood and its components and list the three types of blood
vessels and explain their functions ; indicate the structures of the heart on a
model or diagram, explain their functions, examine a mammalian heart
using fresh or preserved specimens, count their own heartbeats using their
fingers and diagram the process of circulation; name the four blood groups,
indicate their compatibility and explain the causes and prevention of
anaemia and hypertension.
Students working above the minimum requirement level should be praised
and their achievements recognized. They should be encouraged to continue
working hard and not become complacent.
Students working below the minimum requirement level will require extra
help if they are to catch up with the rest of the class. They should be given
extra attention in class and additional lesson time during breaks or at the
end of the day.
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Biology: Grade 9
Unit 4: Micro-organisms and diseases (17 periods)
Unit Outcomes: Students will be able to:
• define micro-organisms and explain their uses and harms
• describe the importance of vaccines and how they are produced
• explain the methods of controlling, growing and staining micro-organisms and demonstrate simple staining methods
• explain the causes, symptoms, transmission and prevention of some common diseases including STDs in Ethiopia
• explain the proper handling of medicines, the risks of self prescribed medicines, use information on medicine packs properly, and explain the role of
traditional medicines in the treatment and cure of diseases
• show the local, national and global distribution of HIV and AIDS, explain its impacts in the society and express willingness to give care and support to
PLWHA
• describe the structures and functions of the lymphatic system and how HIV affects immunity
• indicate why VCT services are important and express willingness to participate in such services
• demonstrate assertiveness, decision making and problem solving skills as life skills that help to prevent AIDS.
Competencies
Students will be able to:
• define micro-organism as
an organism that can
only be seen with the aid
of a microscope
• explain the uses and
harms of microorganisms
• describe the importance
of vaccines
• describe how vaccines
are produced
• describe the methods
used to control microorganisms
• explain the methods of
growing microorganisms
Contents
4. Micro-organisms and
diseases
4.1 Micro-organisms
(6 periods)
• Uses and harms
Suggested activities
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• Vaccine development
• Microbial techniques
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History of discovering micro-organisms: Provide a text with an example on researchers
who discovered micro-organisms and what effect this had on people
Grow bacteria and fungi in Petri dishes on Agar (from normal air, inside and outside of
buildings; other locations may be considered). Bacteria could also be grown by simply
touching the surface of agar in plate with fingers even after washing with soap and water.
This allows students to appreciate the presence of bacteria even on fingers that are washed
very well.
Do a brainstorming activity on uses of micro-organisms and develop a concept map on
diseases caused by micro-organisms and on vaccines
Provide text and chart on the principles of producing vaccines. Let the students write a
paragraph about the principles of vaccine production summarizing the text and picture
Microscopic techniques: Practical work with the microscope on preparation of a slide and
staining
• show simple staining
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Biology: Grade 9
Competencies
methods of microorganisms
• explain the causes,
symptoms, transmission
and prevention of
tapeworm, tuberculosis,
malaria, and diarrhoea
• explain the causes,
symptoms, transmission
and prevention of
syphilis, gonorrhoea and
chancroid
• explain how medicines
should be handled
properly
• state the risks of
depending on and taking
self prescribed medicines
• use information on
medicine packs and
leaflets properly
• appreciate the role of
traditional medicines
Contents
4.2 Diseases (6 periods)
• Some common human
diseases in Ethiopia
(causes, symptoms,
transmission, prevention
and control)
– Tapeworm
– Tuberculosis
– Malaria
– Diarrhoea
• STDs
– Syphilis, gonorrhoea and
chancroid
• Treatment and cure against
diseases
– Proper handling and care
with medicines
– information on medicine
packs and leaflets
– role of traditional
medicines
Suggested activities
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Field visit to the nearest hospital or health centre write a report on diseases based on the
field visit
Use materials with text and pictures/diagrams to show the transmission of diseases
Let students discuss the proper handling and use of medicines such as keeping medicines
out of reach of children, keeping them cool if necessary, only taking the prescribed dosage,
disposing expired medicines etc…
Students could be made to gather information about medicines from containers or the
leaflets that are provides with medicine box. You can also display a collection of medicine
leaflets and boxes so that students analyze the information found on them and present a
report to the class
Let students name some traditional medicines and state for what diseases they are used.
They could discuss how they could evaluate whether a traditional medicine is as effective
as a modern medicine in treating a particular disease
15
Biology: Grade 9
Competencies
Contents
Suggested activities
• show the local, national
and global distribution of
HIV and Aids using
graphs and maps.
• explain the impacts of
HIV and AIDS in the
society
• demonstrate methods of
giving care and support
for PLWHA
• express willingness to give
care and support to
PLWHA
• describe the structures and
functions of the lymphatic
system
• explain how HIV affects
the immune system
4.3 HIV and AIDS
(5 periods)
• HIV/AIDS in Ethiopia
• Provide students with current data on the prevalence of HIV and AIDS in their locality, in
Ethiopia and in the world. Pose questions on the data which will require them to interpret
maps graphs and data tables.
• Charts on the prevalence of HIV worldwide and in Ethiopia are available at UNAIDS in
printed form and on the Internet electronically.
• Stigma and discrimination
• Care and support to
PLWHA
• Let the students find out if there are governmental or non governmental institutions in their
locality that work on giving care and support to PLWHA. A visit could be arranged to such
institutions. A guest speaker from the institutions could also be invited to the class to discuss
with students. Students should be trained in safer ways of giving care and support to
PLWHA.
• Use graphic materials on how the immune system fights a foreign body
• Role-play the action of the immune system on foreign bodies
• Role play the impact on the immune system when T-helper cells are attacked by HIV
• explain the importance of
VCT services
• express willingness to
voluntarily participate in
VCT services
• show willingness to
conform to responsible
sexual behaviour
• demonstrate assertiveness,
decision making, and
problem solving skills as
life skills that help them to
prevent HIV
• VCT (voluntary
counselling and testing)
• Responsible sexual
behaviour
• Life skills to prevent
HIV/AIDS
• HIV Immunity and
lymphatic system
• Knowledge, skills and attitudes on VCT, responsible sexual behaviour and life skills to
prevent HIV infections can be gained by various activities
• Games (AIDS and ladders)
• Role plays
• Activities on cause and effect (to comprehend the bigger picture)
• Riddles and crossword puzzles
16
Biology: Grade 9
Assessment
The teacher should assess each student’s work continuously over the whole
unit and compare it with the following description, based on the
Competencies, to determine whether the student has achieved the minimum
required level.
A student working at the minimum requirement level will be able to: define
micro-organisms and explain their uses and harms; describe the importance
of vaccines and how they are produced; explain the methods of controlling,
growing and staining micro-organisms and demonstrate simple staining
methods; explain the causes, symptoms, transmission and prevention of
some common diseases including STDs in Ethiopia; explain the proper
handling of medicines, the risks of self prescribed medicines, use
information on medicine packs properly, and explain the role of traditional
medicines in the treatment and cure of diseases; show the local, national and
global distribution of HIV and AIDS, explain its impacts in the society and
express willingness to give care and support to PLWHA; describe the
structures and functions of the lymphatic system and how HIV affects
immunity; indicate why VCT services are important and express
willingness to participate in such services; demonstrate assertiveness,
decision making and problem solving skills as life skills that help to prevent
AIDS.
Students working above the minimum requirement level should be praised
and their achievements recognized. They should be encouraged to continue
working hard and not become complacent.
Students working below the minimum requirement level will require extra
help if they are to catch up with the rest of the class. They should be given
extra attention in class and additional lesson time during breaks or at the
end of the day.
17
Biology: Grade 9
Unit 5: Classification (13 periods)
Unit Outcomes: Students will be able to:
• state the need for classification
• define species, describe the system of binomial nomenclature, explain how organisms are given scientific names, write scientific names properly and give
examples of scientific names
• classify some common plants and animals including humans based on the classification groups.
• list the characteristic features of kingdoms monera, protista, fungi, plants and animals
• describe the habitat, nutrition, reproduction and importance of most representative organisms of kingdoms monera, protista, fungi, plants and animals.
Competencies
Students will be able to:
• state the need for
classification
• define species as a group
of individuals able to
breed successfully with
one another
• describe the system of
binomial nomenclature
developed by Linnaeus
• explain how organisms
are given scientific names
• write scientific names
properly
• give examples of
scientific names
• classify some common
plants and animals
including humans based
on the classification
groups
Contents
5. Classification
5.1 Principles of
classification (5 periods)
• History of taxonomy
• The species concept
• Binominal nomenclature
• Levels of classification
(Kingdom, phylum, class,
order, family, genus,
species)
Suggested activities
• Use text available regarding the history of classification.
• Discussion on the species concept
• Text on examples: Same species with different names, but only one exact Latin name
• Discuss what binomial nomenclature is and on how it is written and used. So state the
functions of using the binomial nomenclature.
• Let students practice writing and using the binomial nomenclature by giving as many
examples as possible.
• Classification of some common animals like cat, dog, or grasshopper and plants like the
Rose, or teff etc. and the classification of humans should be given so that students will be
familiarized with each category of classification.
18
Biology: Grade 9
Competencies
• list the characteristic
features of kingdoms
monera, protista and fungi
• give examples of
kingdoms, monera,
protista and fungi
Contents
Suggested activities
5.2 The five kingdoms
• Discuss that some textbooks present three kingdom system of classification. However, stress
(8 periods)
that most biologists now accept the five kingdom system as the most logical and appropriate
for classifying organisms
• Kingdom Monera
• Kingdom Protista
• Develop a table that simplifies the three kingdoms as follows:
• Kingdom Fungi
(General characteristics of
each kingdom and properties
of the most representative
Kingdom
Characteristics
Examples
organisms from each
kingdom)
Monera
Protista
Fungi
• Students could be made to examine monerans and protists under a microscope. This could
also be done as a project work
• You can grow Rhizopus on moist bread for demonstration. Students also can collect some
lichens beforehand which will be used during this lesson.
• list the characteristic
features for each division
of kingdom plantae
• give examples for each
division of kingdom
plantae
• classify angiosperms into
monocots and dicots
• Kingdom Plantae
• Develop a table that simplifies the plant kingdom as follows:
The Plant Kingdom
Division
Characteristics
Examples
Bryophyta
Pteridophyta
Gymnoispermae
Angiospermae
– monocots
– dicots
• Students can collect mosses and liverworts from moist areas near their home and examine
them during this lesson.
• The teacher can plan a field visit to observe species of conifers and other gymnosperms in
their area.
• Students can collect angiosperm specimens and group them as monocots and dicots by
studying the floral parts, leaf venation and the types of seeds they have.
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Biology: Grade 9
•
•
•
•
Competencies
list the characteristic
features for each phylum
of kingdom animalia
give examples for each
phylum of kingdom
animalia
group animals into
vertebrates and
invertebrates
classify vertebrates into
five classes
Contents
• Kingdom Animalia
Suggested activities
• Develop a table that simplifies the animal kingdom as follows:
•
•
•
•
•
•
The Animal Kingdom
Phyllum
Characteristics
Examples
Porifera
Coelentrata
Platyhelminthes
Nemathelminthes
Mollusca
Annelida
Arthropoda
Echinodermata
Chordata
– fishes
– amphibian
– reptiles
– birds
– mammals
Preserved or live animal specimens could be used for studying the structures of some
members of the animal kingdom.
A simple of moist soil or water from the bottom of a pond can be used to find free living
nematodes and to observe them.
Observation of a sample of pond water under a microscope would help to show crustaceans.
Observation of a specimen of an adult grasshopper or cockroach will help to study the
external structure of insects in detail.
Students can collect millipedes from under rocks, leaves or fallen and decaying trees to
observe their structure and behaviour.
You can use preserve fish specimen such as tilapia to help students examine its external
structures and its teeth and gills.
20
Biology: Grade 9
Assessment
The teacher should assess each student’s work continuously over the whole
unit and compare it with the following description, based on the
Competencies, to determine whether the student has achieved the minimum
required level.
A student working at the minimum requirement level will be able to: state
the need for classification; define species , describe the system of binomial
nomenclature, explain how organisms are given scientific names, write
scientific names properly and give examples of scientific names; classify
some common plants and animals including humans based on the
classification groups; list the characteristic features of kingdoms monera,
protista, fungi, plants and animals; describe the habitat, nutrition,
reproduction and importance of most representative organisms of kingdoms
monera, protista, fungi, plants and animals
Students working above the minimum requirement level should be praised
and their achievements recognized. They should be encouraged to continue
working hard and not become complacent.
Students working below the minimum requirement level will require extra
help if they are to catch up with the rest of the class. They should be given
extra attention in class and additional lesson time during breaks or at the
end of the day.
21
Biology: Grade 9
Unit 6: Environment (15 periods)
Unit Outcomes: Students will be able to:
• explain biotic and abiotic components of the ecosystem
• explain food chain, food web, pyramid of biomass and pyramid of energy using diagrams
• describe and illustrate the carbon and nitrogen cycles
• describe plant and animal adaptations using examples
• explain the importance, of trees, plant and grow trees, and voluntarily participate in community tree planting and growing activities.
Competencies
Contents
Suggested activities
Students will be able to:
• explain the abiotic
components of an
ecosystem
• explain the biotic
components of an
ecosystem
6. Environment
• explain food chain using
diagrams
• explain food web using
diagrams
• explain pyramid of
biomass using diagrams
• explain pyramid of
energy using diagrams
6.2 Food relationships
(4 periods)
• Phototrophs,
chemotrophs and
heterotrophs
• Food chain and food web
• Pyramids of biomass and
energy
• Students select a habitat and discuss in groups their experiences on what various animals
feed on. From this they develop a food chain and a food web
• Use text and picture that illustrates food chains and food webs
• Use text and picture that illustrates the pyramids and biomass
6.3 Recycling in nature
(3 periods)
• The carbon cycle
• The nitrogen cycle
•
•
•
•
•
•
•
describe the carbon cycle
illustrate the carbon
cycle
describe the nitrogen
cycle
illustrate the nitrogen
cycle
6.1 Ecosystem (3 periods)
• Physical components
• Develop a mindmap on abiotic and biotic components of the ecosystem
• Biological components
Illustrate compounds in which carbon and nitrogen exist
Use charts for carbon and nitrogen cycle
Include the energy conversion for the carbon cycle. Global warming and ozone depletion
also are very important issues that should be discussed together with the carbon cycle.
22
Biology: Grade 9
Competencies
• describe plant
adaptations with
examples
• describe animal
adaptations with
examples
Contents
6.4 Adaptations (3 periods)
• The need for adaptation
• Plant adaptations
• Animal adaptations
• explain the importance of
planting and growing
trees
• plant and grow trees
• express willingness to
voluntarily participate in
community tree planting
and growing activities
6.5 Tree Planting and
growing project
(2 periods)
• Importance
• Activity: planting and
growing trees
•
•
•
•
Suggested activities
Use text and pictures that illustrates plant and animal adaptations
Let students give examples for adaptations
Field visits to relevant museums, wildlife organizations after which students work in groups
to document their findings
Video films that show adaptations of plants and animals
• You may use the period allotted for tree growing for explaining the importance of tree
planting and growing and at the same time for an actual tree planting activity inside the
school compound or the school vicinity. Another option is to use the period for explanation
and discussion and to arrange another schedule out of classroom time for planting and
growing trees.
• Encourage students plan and implement further tree planting and growing activities in their
locality
• It should be emphasized that planting trees could not be a sufficient and successful
undertaking by itself unless a mechanism of following up as the trees grow is created. Let
the students suggest as many possible ways or approaches as they can on how to follow up
trees as they grow.
• Students could document their activities on posters, local newspapers and media and other
appropriate documentations
Assessment
The teacher should assess each student’s work continuously over the whole
unit and compare it with the following description, based on the
Competencies, to determine whether the student has achieved the minimum
required level.
A student working at the minimum requirement level will be able to:
explain biotic and abiotic components of the ecosystem; explain food chain,
food web, pyramid of biomass and pyramid of energy using diagrams;
describe and illustrate the carbon and nitrogen cycles; describe plant and
animal adaptations using examples; explain the importance, plant and grow
trees and voluntarily participate in community tree planting and growing
activities.
Students working above the minimum requirement level should be praised
and their achievements recognized. They should be encouraged to continue
working hard and not become complacent.
Students working below the minimum requirement level will require extra
help if they are to catch up with the rest of the class. They should be given
extra attention in class and additional lesson time during breaks or at the
end of the day.
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Desktop/ Files September 2008/Biology Grade 9 Comp 1 CV 2